Pre-Service Preparation Program

Pre-Service Preparation Program

To be eligible to begin TCSJ’s IMPACT Intern Program, candidates must complete ALL intern eligible requirements, including completion of a Pre-Service Preparation Program.
TCSJ’s Pre-Service Preparation Program is a cohort-model that requires candidates to complete 9 units of in-person coursework in Stockton (2721 Transworld Drive) or Ceres (4033 S. Central Ave). In addition to completing 9 units of coursework, candidates are required to observe for a total of six hours in a classroom taught by a California Credentialed Teacher. Pre-Service Program cohorts begin year-round. There are no application deadlines, however, please be aware that applicants are accepted into the program on a "first-come, first-served" basis.


Eligibility Requirements for TCSJ’s Pre-Service Preparation Program (Pre-Requisite Program for the IMPACT Intern Program)*:

  • Bachelors degree or higher from a regionally accredited institution.
    • If a bachelor’s degree has not been posted to your transcript, you must provide a letter from your academic institution on letterhead (from the registrar or appropriate designee), stating that you have completed all requirements for the degree and the date that the degree will be officially conferred.
    • If your degree was completed from an institution outside of the US, you must get your transcripts evaluated from an approved agency confirming an equivalent degree.View Approved Agencies
  • Basic Skills Requirement View BSR informational video
  • United States Constitution Requirement Learn More
  • Certificate of Clearance View Details, View Tutorial Video

*Pre-Service Preparation students can complete the subject matter competency requirement (e.g. CSET exams) WHILE enrolled in and taking Pre-Service Program coursework.

PRE-SERVICE EXPIRATION: Successful completion of Pre-Service does not “expire”, however requirements are subject to change based on CTC standards and requirements. To be intern-eligible, candidates must complete requirements based on the most current standards. Pre-Service completed prior to 2021 is not aligned with current standards and expectations. While some courses may still be valid, updated coursework is required to fulfill intern eligibility requirements.


Educational technology refers to various tools, applications, and resources that can be used to facilitate teaching and learning. With an introduction to the International Society for Technology in Education (ISTE) standards for students and educators, candidates will explore technology as a tool to improve the teaching and learning process. In this introductory course, candidates will learn to use various tools to increase student interaction and access to the curriculum, present content, build community, and assess learning.

California is a state rich in diversity. Preparing to effectively teach all learners is a complex responsibility. In this course, candidates are introduced to the California Teaching Performance Expectations (TPEs), which provide guidance for teaching practices and meeting the needs of all students. Cultural and linguistic backgrounds, assets, and needs of students will be examined and discussed as they apply to teaching and learning. Emphasis is placed on the need for a climate of caring, respect and fairness for all students. Establishing a physically, socially, emotionally, and safe environment is explored in relation to classroom management and learning. The Universal Design for Learning (UDL) and Positive Behavior Interventions and Supports (PBIS) Frameworks will be examined. Candidates explore techniques that foster learning and use motivation as a key to discipline. Personal, professional, legal and ethical issues related to meeting the needs of all learners are explored.

Developing an understanding of how to provide English learners equitable access to the state adopted content standards is the focus of this course. An introduction to EL identification, first and second language acquisition theories and understanding students’ needs and assets will provide a foundation to support English learners. Candidates will examine how the ELD Standards are used by all teachers in tandem with Content standards to support content, language and literacy development.
Research-based practices will be introduced to support the development of broadly literate individuals who can be successful in college, career and civic life in the 21st Century. These practices will be applied to the Universal Design for Learning (UDL) and Multi-Tiered Systems of Support (MTSS) Frameworks.

Understanding how students develop cognitively, socially and emotionally, lays the foundation for this course. Using current research about how people learn, candidates will examine ways to create learning environments and practices appropriate for all students. With a focus on providing universal access, candidates will be introduced to standards-based lesson design with an understanding of student variability, and the role instructors play in meeting individual needs while validating each student’s culture and assets. Collaboration with students, families, care takers, colleagues and support staff, as a tool for supporting every student will be emphasized.

An introduction to the developmental stages of literacy is the focus of this course. Candidates are provided explicit instruction in creating a motivating, literacy rich environment which integrates reading, writing, listening, and speaking for a full range of learners. The role of read-alouds is emphasized to engage learners of all ages in literacy development. Shared responsibility of caretakers and the school community in students’ literacy development is identified.

The cyclical process and practice of curricular planning, teaching, assessing, and analyzing student work to guide instruction for all students inclusive of diverse student populations, is a practice all educators must embrace. In this course candidates will gain an understanding of this cyclical process within the Multi-tiered Systems of Supports (MTSS) model as it pertains to access for all, curriculum, instruction, interventions, progress monitoring, and data driven decisions. Candidates practice effective standards-based lesson design, incorporating principles of Universal Design for Learning (UDL). A variety of accommodations and modifications will be introduced. This course will expose candidates to various types of assessment, i.e. diagnostic, informal, student self-assessment, and formal, and how they are utilized for student progress monitoring and guiding instructional and intervention practices.

Pre-Service coursework is in-person and offered year-round in both Stockton and Ceres. Applications are accepted on a first-come, first-served basis, so we encourage applicants to submit an application ASAP to secure the cohort of their choosing. If an upcoming Pre-Service has low enrollment, the classes will be pushed back two to three weeks to allow for more candidates to enroll in the program. Candidates already enrolled will be notified of any schedule changes at least two weeks before classes were originally set to begin.


Upcoming cohorts offerings available at the Stockton campus (2721 Transworld Drive, Stockton):

  • May 2, 2023 – August 17, 2023, Tues/Wed/Thur, 5pm-8pm, Orientation: Apr. 27, 5pm-6:30pm (FULL)
  • June 5, 2023 – July 20, 2023, Mon/Tues/Wed/Thur, 9am-4pm, Orientation: June 1, 5pm-6:30pm (FULL)
  • June 13, 2023 – August 18, 2023, Mon/Tues/Wed/Thur/Fri, 5pm-8pm, Orientation: June 12, 5pm-6:30pm
  • June 14, 2023 – September 1, 2023, Tues/Wed/Thur/Fri, 5pm-8pm, Orientation: June 13, 5pm-6:30pm


Upcoming cohorts offerings available at the Ceres campus (Central Valley High School):

  • The next Pre-Service Program cohort in Ceres will begin in fall 2023

Please visit the Tuition & Fees page for full details.

Students Transferring from other Teacher/Administrator Preparation Programs

Coursework completed from a regionally accredited college or university is eligible to be evaluated for transfer credit work with the following restrictions:
  • Only 8 units or less can be transferred.
  • Only courses completed within the last 7 years will be considered.
  • Only courses that qualify for graduate credit by an accredited institution can be transferred. *Exception: Integrated credential coursework completed as an undergraduate may be considered pending review of transcripts and course descriptions.
  • Only courses in which a grade of C or better can be transferred.
Enrolled candidates must receive pre-approval prior to taking a course at another regionally accredited institution in order to have credits be considered as transferrable. Candidates may submit transcripts and other requested documentation to the program director for review. Transfer credit will be granted on an individual basis and the program director will assign equivalencies (“E” grade, no units) for approved coursework only. If needed, the program director shall consult with the President of TCSJ or an academic designee regarding granting equivalencies. The President has the authority to overrule policy. Note: No transfer credit/equivalencies will be granted for any course in the Masters Core. All students must complete a minimum of 17 units at TCSJ to be eligible for a Masters in Education.